PERAN GURU DALAM MENGIMPLEMENTASIKAN PEMBELAJARAN BERDIFERENSIASI KELAS V SD NEGERI MOJOLANGU 01 KOTA MALANG

The Merdeka Curriculum encourages the development of learning that grants students the freedom to learn, one of which is through a differentiated approach tailored to their needs, interests, and learning styles. This approach requires active involvement from teachers, both as educators and facilitators, in creating an adaptive, inclusive, and meaningful learning environment. Teachers are not only responsible for delivering material but also for designing instructional strategies, managing diverse student characteristics, and fostering effective communication. Grade V at SDN Mojolangu 01 Malang City is the main focus of this study, as it has consistently implemented differentiated learning with adequate facilities and a high level of teacher commitment.
This study aims to analyze the role of teachers in implementing differentiated learning in Grade V at SD Negeri Mojolangu 01, Malang City. The research used a qualitative approach with descriptive methods. Data collection techniques included observation, interviews, documentation, and field notes.
The results showed that teachers played an active role as educators and facilitators in applying differentiated learning through planning, implementation, and evaluation stages. As educators, teachers acted as role models, built interactive communication, and understood students’ characteristics. As facilitators, they created supportive learning environments, applied varied strategies, and provided adequate learning facilities.
Challenges included limited time, large class sizes, and diverse student characteristics. Solutions involved effective classroom management, teacher collaboration, and ongoing training or supervision. Differentiated learning was proven to enhance student engagement and support the achievement of learning goals effectively.